Expected Lesson Pacing

Expected Lesson Pacing

The rule is to complete one lesson to mastery each instructional day.

If a group is not at mastery, the teacher repeats the parts of the lesson students are struggling with until at least 75 per cent of the group is at mastery.

If a group is consistently not at mastery, the teacher works with the instruction coach to determine the problem.

Two concepts that directly impact lesson progression:

• pacing of instruction
• transitions.

The most common causes include the following:

• teacher not maximising instructional time
• teacher not having behaviour under control
• many students in the group being consistently absent.

The teacher can maximise instructional time and improve behaviour through additional technique training and more practice.

Before teaching, the teacher practises lessons and prepares for each day to ensure lesson progression and mastery. This is the best way to know the lesson and what to expect during instruction.

Pacing of instruction and transitions impact on lesson progression during teaching.